scholarly journals Rethinking Global Jinzai Policy: Exploring University Students’ Attitudes

2020 ◽  
Vol 2019 (1) ◽  
pp. 160
Author(s):  
Beni Kudo ◽  
Giancarla Unser-Schutz
Keyword(s):  
University Students ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Private University ◽  
Educational Policies ◽  
Education Policies ◽  
English Language Education ◽  
Students Attitudes

Discussions on English education policies often focus on their reception by teachers. However, this can overlook what students think about policy, and students’ support of policies may be crucial to their success. This is especially relevant to English education at universities, given the autonomy that university students have. To understand what students think about policies, a survey on certain aspects of Japanese educational policies and English language education was conducted at a private university. The survey focused on students’ attitudes towards guroubaru jinzai or global workers, a buzzword in Japanese EFL policies. Overall, students reported interest in becoming global workers, but they did not feel that this was realistic for themselves. This suggests that to gain the support necessary from students for their own cultivation as global workers in line with current EFL policies, it may be necessary to show the relevance to their own lives, from their own perspectives. 文科省の英語教育におけるポリシーの１つは「グローバル人材育成」であるが、大学英語教育では、学習に対する学生の主体的な意識や態度が重要である。中堅大学の学生を対象とした調査の結果、彼らは「国際的に活躍することが現代社会で求められている」と認識している一方、「そのような人材になることは自分にとって現実的ではない」と考えていることが分かった。理由の１つは「英語に対する自信のなさ」であるが、同時に「英語学習」には興味を持つ学生も多かった。「グローバル人材の必要性の認識」と「英語学習に対する興味」を利用することで、中堅大学の学生にとっても文科省のポリシーの実現が可能であると考えられる。

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals The application of Swales’ model in writing a research article introduction

2014 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Burhanuddin Yasin ◽  
Hijjatul Qamariah
Keyword(s):  
English Language ◽  
Graduate Program ◽  
English Education ◽  
Language Education ◽  
Research Writing ◽  
English Language Education ◽  
Research Article ◽  
Education Journal ◽  
Professional Writers ◽  
Do So

This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.

scholarly journals English Language Writing Centres in Japanese Universities: What do Students Really Need?

2010 ◽  
pp. 17-31
Author(s):  
Jim McKinley
Keyword(s):  
Liberal Arts ◽  
English Language ◽  
Language Education ◽  
Ministry Of Education ◽  
English Language Education ◽  
Attitudes Toward Writing ◽  
The Us ◽  
Language Writing ◽  
Efl Students ◽  
Students Attitudes

The installation of English language writing centres in Japanese universities is a relatively recent event—the first ones established with funding from the Ministry of Education in 2004. Because of the EFL writing context, setting up a writing centre requires consideration of students’ needs and cultural expectations of writing and writing centres. In general, writing centres that have been established in Japanese universities follow a structure similar to those in the US. This raises the question as to whether or not this is appropriate for the particular needs of EFL students and the obstacles they face. For this study, in order to explore students’ attitudes toward writing centres and the role they play in writing education, interview data was collected from students of English composition in two different departments at a university in Japan well known for its English language education: the English department, which does not have a writing centre, and the liberal arts department, which has one of the first writing centres established in Japan.

scholarly journals A PHENOMENOLOGICAL STUDY OF THREE UNIVERSITY STUDENTS’ EXPERIENCES IN PROJECT BASED LEARNING

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Phenomenological Study ◽  
Language Education ◽  
Project Based Learning ◽  
English Language Education ◽  
Emerging Themes ◽  
Phenomenological Interview ◽  
Learning Projects

Researchers in the past have explored practices of Project Based Learning (PBL) in various educational contexts. Nevertheless, previous studies that examine project-based learning in English as a Foreign Language (EFL) contexts are still limited in numbers particularlythrough the eyes of Indonesian university students. This study aims to look into meanings of PBL in learningSecond Language Acquisition (SLA) at English Language Education Program, Dunia University Indonesia. The study specifically described how three students in the class felt about PBL as implemented in two main classroom projects, how they experienced doing it, and how they provided meaning to it. The students’experiences were recalled through an in-depth phenomenological interview. The results of the study were the experiences in the form of narratives and myinterpretation of emerging themes in the narratives as the meanings of PBL in learning SLA. The study appeared to continue positive trends of PBL practices in Englishlanguage teaching and learning specifically in content-based instructions.Keywords: Project Based Learning, Projects, SLA,Phenomenological Study

Recontextualizing Immersion in the Chinese Context

2017 ◽  
pp. 177-190
Author(s):  
Tao Xiong
Keyword(s):  
Bilingual Education ◽  
School Leadership ◽  
Educational Program ◽  
English Language ◽  
Language Education ◽  
Education Policies ◽  
English Language Education ◽  
Chinese Context ◽  
The Impact ◽  
Education In China

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

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